• Use Library databases for a much more refined search

 

Theory of Summary

 

• Capture main points
• Usually are summarizing because there is a purpose for it
• “An art”
• Many ways to do it
• What is the point? What is the big picture? Do not get bogged down in play by play details
• Looks back (to original) and ahead (to your work; where you are going)
• Look to intro and conclusion for main points
• Sometimes you just want a piece of the text, not the whole

 

Keep in mind

 

• Be aware of the point of the original source (text)
• Avoid research as a “scavenger hunt”
• Be conversant with text – read the whole source!!
• Read the source until you get it and define the source
• Articulate main ideas of the text; where does piece come from?
• What matters to you/your project?
• Bias: intrinsic prejudice/opinion towards a subject
• Bias does not mean a source is unusable
• Bias can be a problem if it fights against evidence or gets in the way of clear judgment

 

Why public health matters

 

• She makes a claim; an opinion piece
• The Atlantic is one of the oldest magazines. Mark Twain published in it
• Slightly older College Educated audience: middle and upper middle class
• Tend to have a Liberal bias
• Author is a Professor of Nutrition, Food Studies, and Public Health at NYU: expert in her field
• She is writing to her respondents who want a definition of public health
• “Democracy” – a healthy life should be available for all

 

They say I say

 

• Templates for various sources
• How do I use sources for my text?

 

HW

 

• Write summary for “Why public health matters”
• Read until you get it (be conversant)
• Define the source
• Articulate main ideas
• 1 page or less
• Submit in dropbox in blackboard
• Read chapter 2 or Joe Harris
• 2^nd service reflection due on Friday 2/26

 

• Analogies use one idea that you are already familiar with and compare it to something similar that are not familiar with, this helps you to understand the idea better.
• Conversations move around organically, from one subject to the next. Your input wont end the conversation, only further it.
• Goal of a conversation is to learn a little bit from other people and to contribute to the conversation by making them think of something in a different way.
• An entry point in a conversation is like exigence in writing.
• When calling someone out for being wrong, you need to think about who the person is and how much power they have.
• When doing something that is risky such as calling out someone who has a phd on being wrong, that can further your analogy. But you need to know what your talking about, you must have ethos.
• Pathos deals with emotion. Logos is an appeal to logic/reason. Ethos can just be building off of someone else’s idea or connecting two already existing ideas, or attach your claim to someone else’s idea.
• Ethos comes down to credibility, you need to prove to the reader that you have something relevant to say about the subject.
• Preface introduces the product and explaining where its coming from, why you’re reading it.
• Introduction is for people who already committed to reading and preface is for people who might want to read it.
• Graff/Birkenstien mention that they are professors to establish credibility, also mention how Birkenstien succesfully used this book to teach her students. (ethos)
• Learned from Joseph Harris: define the project, note key words, consider limits/uses.
• “They say I say” outlines different teaching and writing techniques that some people may know, but a lot of people are not aware of. One of the main ideas is democratizing academic writing and spreading out the knowledge evenly.

• Try and set up site service by this week
• Articles
  • Author’s names not always attached
    • Sometimes we have to guess
    • Normally there is an organization listed
  • Google information on author
• Paper
  • “Say more about less” – Don’t over do it
  • 2 sources
  • Reflective piece – use 1^st person (you can use “I”)
  • Consider endgame when starting, consider how research writing works through close analysis of pieces
  • Use all examples (can be positive or negative analysis of texts)
  • Rhetorical analysis – a paragraph or two
  • Quoting sources –
    • Direct quote (parenthetical citation: author,

paragraph/page #)

• Talking about a source just name the source, no citation necessary

• MLA – Make a works cited page
• APA – Whatever APA does I did MLA in high school so idk (references page maybe?) [Yes, APA calls this References, KSO]
• Make claims evident – what you learned about research writing through these examples
• Make paper “readable”

• DUE WEDNESDAY

[We did some other stuff, too, remember–students had time to begin commenting on their prior posts to develop ideas about rhetorical situation, etc. And Karen posted information about how to make use of ideas from Harris’s Chapter 1–those are in a comment on this post]

Reading this Syracuse.com article (http://www.syracuse.com/news/index.ssf/2015/09/syracuse_has_nations_highest_poverty_concentrated_among_blacks_hispanics.html) until the end was heart wrenching for me. When we hear the words ‘living in poverty’, what do we usually think? I know that I think that those people are waiting in line to get into a home at night with no food, or barely anything to call their own. And then I saw a statistic at the end of this article stating, “As of 2013, Syracuse’s poverty rate had declined to 33.2 percent, the 23rd-highest in the nation. The rate meant that 48,000 people who live in Syracuse have incomes of less than $23,500 for a family of four.” It wasn’t until then that I fully realized that the majority of my family lived under these statics back in my home, which is on the same top 10 list as Syracuse for the highest black concentration of poverty, Louisville, Kentucky. Being able to personally connect dots amongst crime and health drastically evolves my outlook on what poverty truly means.

 

Questioning the links between health and poverty, I found an article on Inequality Watch (http://www.inequalitywatch.eu/spip.php?article146&lang=fr). In the ending of this article, I came upon a new thought by reading that there is a definite bidirectional relationship between health and income. Their findings were that not only a decrease in wage would increase the chances in the undermining of ones health, but also becoming sick may come with a reduction of wealth. I personally find the similarities in both of those statements so parallel that they basically mean the same thing: the less wealthy, the less healthy.

 

Here are two more links to texts I found online:

http://www.syracuse.com/news/index.ssf/2010/03/study_growing_hunger_problem_s.html

http://www.syracuse.com/news/index.ssf/2015/09/one_out_of_every_two_children_in_syracuse_live_in_poverty_according_to_new_censu.html

Speaking to the article I shared titled “What is poverty?”, the article was written by a student at Michigan State (Go green) from what appears to be a POV stance. The author uses powerful imagery through very detailed descriptions in order to depict a lifestyle that would be considered less that desirable. The article appears to have been published in 1971 and the forward states that it is a personal account so the name of that author isn’t to be shared. That being said there is a name at the top so therefore I am confused. The audience really is everybody because the text isn’t very hard to understand or seem to be targeted to w specific audience. It’s a narrative piece designed to bring attention to the hardships of poverty and expose the difficulty of acquiring basic resources for survival. There doesn’t appear to be research done per say because it would appear that the author needed no sources to convey her point.

To touch on my second piece, it is an article providing information on the top 10 cities in the US with the highest poverty rates. It contains 10 sections that provides census data and a small photo snapshot of the city in question. Each summary boasts a before and after introduction, showing what was and what is and gives reason to the economic decline. The article uses research based primarily on government data and population statistics. The article reads in a “descending” order, providing stats for the #1 poorest place in the US (Flint MI) including average household income, percent population below the poverty level, and average employment rates. They then get slightly better as we go down the list all the way to #10 at Rochester NY. We see an increasing trend in income and employment as the article nears the end. This is not to say that at the end of the list the situation is good, it’s just not rock bottom. This article uses an effective format to draw readers in because it’s interesting data and it portrays it’s info in small, easily readable chunks (as opposed to a full narrative on the city which most readers would deem too long to sit down and read the entire thing). Each neighborhood profile provides links to spreadsheets and charts from the US Census Bureau that offers a full statistical breakdown of the city.

 

Syracuse has nation’s highest poverty concentrated among blacks, Hispanics

This article speaks about the concentration of poverty in minority neighborhoods. The author Mark Weiner directs this article to people like you and me to inform us on how big of an impact poverty plays in the lives of many minorities. His exigence is stated by “…Syracuse is at the leading edge of a disturbing national trend in which the number of people living in extreme-poverty neighborhoods nearly doubled from 7.2 million in 2000 to 13.8 million in 2013, the highest on record”

The author here uses a lot of statistics to engage the readers into believing what they’re reading by supporting it with numbers. He uses graphs and a map of the US on areas that are most affected with poverty.

Obese kids in Onondaga County: Nearly half of students in some schools too fat

This article talks about a very important public health that many Americans face. In this case, kids in the Onondaga County. The author James T Mulder gives a lot of evidence and statistics of the number of obese kids in this county. He explains his exigence by saying “public health officials say the epidemic puts children at risk of developing diabetes, social and psychological problems, and increases their odds of having heart attacks, strokes and other serious health problems as adults…” His purpose is to bring this issue and make the readers realize that this is something we should all care about.

This author also supports his context with the same kind of evidence that the author from my first article. He uses a lot of graphs and statistics that helps the readers visualize where the problems are occurring. Visual aids are great ways to get readers to engage in the reading and the evidence you are supplying to think about the information in a different way.